This paper was originally published in the IHLA Newsletter in Fall-Winter 2013-14.
Learning through the Heritage Language: Learners make a research poster
Dr. Olenka Bilash ([email protected])
There are many approaches to heritage language (HL) programs. For some learners it is a
program that offers an introduction to the language of family members or to a language
of travel with their family. This might be called learning the language. For others it is a
language development program, building on exposure to the language in the home. This
creates opportunities to use the language orally and in written form (the four skills). Still
others look to the HL community school as a place for opportunities to increase exposure
to language domains. By learning history, geography, art, dance, or music through the
language, HL learners expand their vocabulary and ability to interact about many more
topics. Asking students to conduct research through the internet will expose them to
many more contexts in which the language is used (for example, information sites, songs,
film clips, menus, catalogues, news reports, picture captions, or weather reports). As
soon as a learner has developed a base or foundation in the language, the primary goal
should be learning through the HL.
With internet giving access to news and information, radio, youtube, and picture captions
in so many languages of the world, not to mention opportunities to connect through
email, skype and messaging, learners have more opportunities to “use” or communicate
in the HL than ever before. The challenge of the HL instructor is to become familiar with
such sites in order to be able to imagine how they might be tapped into during class or as
homework. This can take time, but will yield worthwhile dividends.
In this article I offer a series of scaffolded steps for teaching a research project in a HL
context. The project includes making and presenting a research poster. The sequencing,
charts and templates provide degrees of support for learners of different abilities. Please
translate them into your HL before giving them to students.
The topics of a research poster are broad in possibilities. In this paper two examples are
provided: research about an animal is given in the body of the paper while research about
a famous person is provided in Appendix A.
Introducing the task
Introducing the task involves four key steps: 1. Creating a model or example; 2.
Completing a task analysis; 3. Determining the criteria for students; and 4. Using the
poster to present the criteria to students.
Creating an example
Many teachers fear that by providing a model, learners will only ‘copy it’; however, most
learners use models as an example that makes the expectations of the task clear. Those
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who do ‘copy’ it may need to do so for their own process of learning. Where possible
create several examples. One could represent minimum expectations and the other high
expectations. See Figures 1, 2 and 3.
Figure 1: Example of an animal poster – koalas (lower level)
Figure 2: Example of an animal poster – wombat
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Figure 3: Example of an animal poster – king cobra (higher level)
Task analysis
To provide a good model or example requires some teacher preparation. While preparing
exemplars or model posters, the teacher becomes clearer about what is required to
complete the task. This is called a task analysis. See Figure 4. A task analysis helps
identify:
- the steps needed to complete the poster
- what materials are required
- which resources were consulted
- how much time was needed and
- what background knowledge is necessary.
This will help you insure that your students have the ability to carry out this project in
their HL and that you allot sufficient time for completion, and provide appropriate ageand ability- related supports.
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See Figure 4: What a task analysis can tell us
After the first group of students has prepared posters, the teacher can ask to keep copies
for display and use in the future. Most students consider this a compliment and
displaying their posters act as models and builds expectations for other students in future
years. Their posters also inform the instructor as to how to improve the assignment for
future use. For example, if students did not include a map or visuals the teacher may
make this explicit as criteria in another year.
Determining criteria
Preparing a model enables the teacher to ‘plan backwards’ and determine which criteria
to identify for students. Such criteria will eventually align with feedback sheets and
assessment forms such as rubrics. Students often like to see the criteria as they are
working on the task.
At this point it is also useful to decide whether the research poster will be an individual or
group task.
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Using the model
Once a model or example has been created, the teacher can use it to ensure that learners
understand the expectations. I often ask learners to stand in front of several posters and
answer guiding questions related to the criteria. E.g. What is the name of this animal?
Where does it live? What does it eat? What are its enemies? How does the animal
benefit us/the planet? Interesting facts?
Alternatively, the teacher could divide students into groups of students to answer
questions as a group. See Figure 5 for discussion questions. With three poster examples,
one could have three groups of students. Each group is given three copies of the
following questions to discuss orally (not to answer in writing). After a few minutes the
teacher can ring a bell or create a signal for students to move to the next poster.
Figure 5: Discussion sheet: Give one copy to each group to discuss each poster.
Discussion sheet: Look at one poster and answer the following questions:
1. What is the name of this animal?
2.
Where does it live?
3.
What does it eat?
4.
What are its enemies?
5.
How does the animal benefit us/the planet?
6.
Interesting facts?
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7.
Is the poster neat and attracting to the eye? Why?
8.
What do you like about the poster?
9.
How could the poster be improved?
10. What do you like about this poster that you would like to include in your poster?
Getting started
Now that students are clear about the final product that they are expected to create, some
may need additional guidance in creating it. There are three important points to keep in
mind.
First and foremost, learners need to know that research means learning something they
already do not know. Thus, while students may choose an animal about which they
already know a lot, they must strive to learn something new. Some students may choose
to focus their research project on a personal pet to deepen their understandings. In this
case, it may be useful to research the specific breed as opposed to the generic category.
For example, they might research a german shepherd or a beagle, instead of only a dog.
Second, they may need help finding books or websites about animals in the HL. I
recommend that teachers do prior research on websites that are available and age
appropriate prior to presenting the task. Then they might limit students’ choices to those
that can be researched in the HL. Students will increase their investment in a project
when they have choice, so offering a choice from ten or more animals should still
develop student motivation.
Third, learners may need guidance and support in conducting the research. A research
chart such as found below can help students see clearly what to look for and organize
what they are learning. I may also enable them to learn that one source of information
may not answer all of the questions of the research project and the reason why several
sites or books must be consulted. See Figure 6.
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Figure 6: A research chart to help students record what they are learning
The booklet in Appendix B may provide students further guidance in progressing through
the steps of the task. It may also be of interest to parents to see what their children are
expected to complete.
A rubric of how the assignment will be graded may also offer help. As can be seen in
Figure 7, the criteria of the rubric must align with the criteria given and discussed in
class. Note that the criteria of language and accuracy focuses learner attention on
spelling, grammar, and use of vocabulary. It is the teacher’s responsibility to identify
specifics in this category. Note also that “something special” enables students to be more
creative and find a way to express something more unique such as including photos of
their own pet or three-dimensional objects.
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Figure 7: Animal Poster Criteria
Animal Poster Criteria
Criteria
Names: ______________
4
Excellent
3
Good
2
Strong
Effort
Final Score: ______/24
1
Please try
harder
Score
Advice/Tips
Research Chart:
Completed
Used at least 3 sources of
information
Listed the sources
Does the poster tell us:
(x2)
The name of the animal
Type
What it eats
Where it lives
How it bears young
Its enemies
How it helps people/
planet
Interesting facts
X2
Visual appeal
Map
Pictures
Neat
Colourful
Easy to read
Language - Accuracy
Spelling
Grammar
Punctuation
Does it include at least
(e.g. 5 adjectives; certain
verbs, verb tenses…)
Other:
Attitude
Teamwork
Good research
Something special
Other
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Sharing the results
The highlight of the hard work of making a poster often comes with its presentation, not
just mounting it on the wall for others to see, but also an oral presentation about its
content. Learners, especially the shy ones, develop confidence and many valuable lifelong skills from presentations.
Even though related to the poster, an oral presentation is a second task and as such
requires its own criteria. It is useful to discuss with students what makes a good
presentation and generate criteria from their responses. The rubric in Figure 8 may also
guide your discussion.
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Figure 8: Animal Poster Presentation Criteria
Animal Poster Presentation Criteria
Score: ______/20
Criteria
4
3
Excellent Good
Name(s): ______________
Final
Advice/Tips
2
1
Strong
Effort
Please try Score
harder
Voice
Loud
Clear
Good pronunciation
Confidence
Eye contact
Gestures
Posture
Audience Awareness
Use the poster
Don’t read
Interaction with the
audience
Did you tell us: (x2)
The name of the
animal
Type
What it eats
Where it lives
How it bears young
Its enemies
How it helps people/
planet
Interesting facts
X2
Overall impression:
Attitude
Teamwork
Good research
Something special
about how you
presented
Other
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Since students are able to prepare and practice their presentations at home, some believe
that they offer only a limited glimpse of student ability. In fact, they do not reveal
spontaneous use of interactional language. Thus, if desired, an additional criterion could
be included for question-answer time. It works like this: after each presentation one or
two students from the audience are asked to prepare questions for the presenter to answer.
This helps to develop more spontaneous use of the HL for both the presenter and the
audience and also increases listening attention.
Assessment and record keeping
Because it is difficult for teachers to be able to assess oral presentations quickly I
recommend that each presentation be recorded. With today’s technology most cameras
are appropriate for this purpose. The teacher only needs to be able to save the
presentations on a flashdrive/memory stick. Since 21st century youth are considered
digital natives, do not hesitate to ask for their help. Once the recorded presentations have
been saved, the teacher can view the presentations at home and assess them more
carefully. Further, the recordings can be viewed in class at another time both to show
students their accomplishments and also their progress. Some HL schools may choose to
show such video clips of each student years later during a graduation celebration.
Good luck with this assignment. Most students will learn the HL while also learning
through the HL. Trust your students and be ready to see a new side of them – their
creativity and interests! Let’s bring our HL programs into the 21st century!
Thanks to many who helped create posters for this article: Andy Evans, Clare Evans,
Fina Fa’amanatu, Alexandre Metsavas, Danielle Thomas, Megumi Chujo, Aya
Hashimoto, Mayumi Kawase, Eiji Kikuchi, Keiichi Kojima, Yasuka Maeda, Maya
Miyakoshi, Minami Nakamura, Chiharu Nozaki, Emu Sakurai, Chiaki Sato, Masaru
Shinada, Motoko Sinkura, Miku Tashiro, Tomoaki Yamamoto.
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Appendix A: research poster about a Famous person
A research poster about a famous person could include the following criteria. The
examples may also help you and your students understand the expectations.
Name
Birthdate and place (map)
Family and eaLife details
Early years
Why this person is famous
Interesting facts
Note: Adapt the discussion questions and rubrics found in this article as well as booklet
in Appendix B to the task of researching a famous person or any other topic of interest.
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Appendix B: Booklet for students and Parents about the poster task/assignment
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